CLASSROOM TIER 2
INTERVENTIONS
Presented by Cheryl Glad
Pick the Right Tier
If many students are making the same mistake
Think Green Zone
Small groups of students making the same
mistake
Think Yellow Zone
A few students all making different mistakes or
A few students with significant behavior
problems
Think Red Zone
Positive
pre-intervention
conditions
(Solid CoreGreen Zone)
Focus on prevention
Educational approach to
behavior
Clear 3-5 expectations
Expectations are taught,
re-taught and reinforced
Clear system for dealing
with violations
Active supervision used
in all areas
Prerequisite
Conditions:
Tier 2 Checklist
Read each item on
the
checklist…Think
about the
classrooms in your
school.
Is the Tier 1
Process in place?
Training Ourselves
 Training staff to “catch them being
good” will be essential to implementing
effective support
 Emphasis on reinforcing expected
behavior rather than waiting to punish,
reprimand or timeout inappropriate
behavior is critical
Specific and Contingent Feedback
Feedback should be…
…contingent: occur immediately following
desired behavior
…specific: tell learner exactly what they are
doing correctly and continue to do in the future
“Good job” (not very specific)
“I like how you are showing me active
listening by having quiet hands and feet and
eyes on me” (specific)
Group Contingencies
Can range from a small group of
students…
Up to the whole building
Contingencies are designed so that
peers will encourage positive behavior
Group Contingencies
Three types:
 “All for one”
(All student’s behavior in the group earns reward for
the group)
 “One for all”
(One student’s behavior earns reward for group)
 “To each his/her own” (Independent groups earn
rewards for the group based on member’s behavior)
Group
Contingencies
Class Dojo Rewards:
5 points-1 move on
our class game
10 points- 2 moves on
our class game
15 points-3 moves on
our class game
20 Points-4 moves on
our class game
35 points- 5 moves on
our class game
40 points-6 moves on
our class game
45 points-7 moves on
our class game
50 points-8 moves on
our class game
Novelty is
reinforcing…
Mystery
Motivator
Why use a Mystery Motivator
Increase anticipation and variety of
the selected reinforcers
Reduce the opportunities to “deny”
or downplay a known, single
reinforcer
Setting up a Mystery Motivator
Prepare a menu of reinforcers using student input
and observation
Pick one without letting the class know which one
Place its name in a sealed envelope
Set up the criteria that allows opening the envelope
and receiving the reward
Generate anticipation and mystery regarding the
contents of the envelope
At the end of the interval, if the criteria is met,
someone opens the envelope and the reward is
given out
Do Mystery Motivators work with
older students?
I think they might…
A variation on
lotteries and raffles
The Red Green Show
Variant of the behavior lottery
Class-wide reinforcement
program
Reduces peer reinforcement of
misbehavior
Increases teacher attention on
positive behaviors
The Red Green Show…Backstage
Select tokens and clear container, i.e., game
chips, marbles, slips of paper, etc., 2 different
colors!
Complete reinforcer menu with student input
Decide when and how often drawings will be
happen
Set-up, practice, and rehearse classroom
rules/target behaviors
The Red Green Show…Opening Night
Appropriate behavior earns a green token,
which goes in the container
Inappropriate behavior earns a red token in
the container
Draw a token from the container at the end
of the time period
Reward the group if a green token is chosen,
or withhold reinforcement from the group if a
red token is drawn
Good Behavior Game
Basics
Two teams
Teacher specifies and
records misbehaviors
Team with fewest
misbehaviors wins some
reward for the day
Data
Over 35 published studies
IT WORKS!
Mostly grades K-8 but some
examples in HS and with
adults.
Yellow Zone
Interventions
Intervention is continuously
available
Rapid access to
intervention (72 hr)
Low effort by teachers
Positive system of support
Students agree to participate
Implemented by all
staff/faculty in a school
Adequate resources
allocated (admin, team)
Continuous monitoring for
decision making
GUIDING QUESTIONS
FOR TIER 2
INTERVENTIONS
1. Based on data identify those students who are
not meeting social behavior targets
What is the specific time period of the data being reviewed?
Have you reviewed the best data to tell the story about
students in your class?
Which data decision rules were used to consider students
for Tier 2 support?
Do data appear accurate? Do you need to tighten up
accuracy of data collection?
Is everyone collecting and documenting similar behavioral
incidents?
Who are the students who have met at least on data
decision rule? (List names of students)
2. Discuss and match students with similar
problem behaviors (form targeted groups)
Which of the 2 common problem
behaviors does each student display
(minor disruption or noncompliance)?
If there is not a perfect match, which is
the closest?
3.What function (get/avoid) do the data suggest
is associated with student problem behavior?
Do students want adult attention (HINT:
Teacher redirects and corrections are adult
attention too).
Do students want peer attention?
Do students get a favorite item or activity?
Do students avoid doing work?
Do students avoid adults?
Do students avoid peers?
What data support this conclusion?
 No data? Consider doing a Functional
Assessment Checklist for Teachers (Appendix
4. Decide intervention to meet the function
of the behavior for the students.
What can be done to prevent the disruptive
behavior?
What skills should be taught first?
What can you do to minimize the payoff of
the problem behavior?
How can you recognize students for
displaying the expected behavior?
Tier 2 Classroom Support
 Students with 2 – 5 major ODRs (or repeated minor
behaviors) within a year need additional support.
 Check in/out or Behavior Education Program (BEP)
 Check and Connect
 Targeted social skills training
 Academic Support
 Peer based tutoring
 Behavioral contracting
 The extra supports may be given by any staff member.
Typically staff members with some expertise in social and
behavioral issues may help with yellow zone supports.
 These students receive all supports available to all students
with universal supports.
Check In/Check Out
The CICO process will provide systematic
performance feedback for students who have
been identified as needing Tier 2 support. This
intervention is most appropriate for students who
seek or enjoy adult attention.
This intervention also provides a positive
communication link between home and school.
The intervention sets students up for success
each morning and can be faded to develop
student self-management.
Check and Connect
This intervention is designed to enhance student
engagement and foster school completion with
academic and social competence.
The intervention is implemented by a trained mentor
(s).
The mentor (s) checks on students daily assessing their
engagement with school and learning through close
monitoring of their attendance, behavior and grades.
The mentor (s) connects with students, offering
targeted and/or individualized intervention (based on
degree of disengagement) in partnership with school
personnel, families, and community service providers.
Social Skills Groups
Social skills group will provide specific social skills
training/instruction, based on the student’s identified
function of behavior.
Replacement social skill behaviors identified will be
taught and practiced.
Student performance of skills must be
acknowledged by all participating adults.
If the school chooses to use a commercial social
skills curriculum, it will be important to tie specific
skills to the school-wide expectations (e.g. safe,
respectful, responsible).
Recommended Programs
Goldstein: Skillstreaming
Goldstein and Glick: Aggression Replacement
Training
Walker: The Walker Social Skills Curriculum
Knoff: Achieve
Botvin: Life Skills Training
Recommended Programs
Rhode:The Tough Kid series
Reavis: Best Practices; behavioral and
educational strategies for teachers
Sprick: Interventions; collaborative
planning for students at-risk
Guzzo: Second Step (K-8th grade)
Academic Supports
Remember learning concerns must be ruled
out as the cause of inappropriate behavior.
Differentiating by content, process and
product is part of Tier 1 prevention.
Independent work must be at the student’s
current level of performance for a student
with academic skill deficits to prevent problem
behavior.
Other considerations…
An intervention is something that can be
monitored and evaluated for progress and
making decisions.
A behavior intervention needs to match the
function of the behavior.
Communication with all participating in the
intervention is critical… don’t forget the
student!
Resources
Teacher’s Encyclopedia of
Behavior Management
The Behavior Management
Toolkit
Behavioral Response to
Intervention
NEXT UP- OVERVIEW OF
CLASSROOM TIER 3